A refined framework for qualitative content analysis of mathematics textbooks
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Organization for Educational Research and Planning, Research Institute for Education, Tehran, IRAN
Ministry of National Education, Ankara, TÜRKİYE
Institute for Educational Development, Aga Khan University, Karachi, PAKISTAN
Online publication date: 2024-02-26
Publication date: 2024-03-01
EURASIA J. Math., Sci Tech. Ed 2024;20(3):em2412
Within the realm of mathematics education, the examination of textbooks has emerged as a focal point of scholarly investigation. This endeavor necessitates the development of a comprehensive instrument capable of facilitating both qualitative and quantitative textbook analysis. To address this need, we draw upon a corpus of seminal studies, and supplement our analysis with local research reports that assess the quality of mathematics textbooks through a qualitative content analysis approach. Content analysis was utilized to examine the documents and identify the themes relevant to the analysis of mathematics textbooks. Our data analysis revealed the identification of six overarching themes for the systematic evaluation of mathematics textbooks: (1) language and communication, (2) content analysis, (3) pedagogical approach, (4) cultural sensitivity and inclusivity, (5) assessment and exercises, and (6) visual aids and presentation. Each of these themes is meticulously expounded upon, shedding light on their significance in shaping the intricacies of mathematics textbook authorship. This proposed analytical framework presents an invaluable resource for enhancing the quality of mathematics textbooks at the school level. The themes elucidated herein offer a structured approach to textbook assessment, ultimately fostering the advancement of mathematical education by improving the instructional materials that are integral to the teaching and learning process.
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